Parameters in television captioning for deaf and hard-of-hearing adults: effects of caption rate versus text reduction on comprehension

Caption rate and text reduction are factors that appear to affect the comprehension of captions by people who are deaf or hard of hearing. These 2 factors are confounded in everyday captioning; rate (in words per minute) is slowed by text reduction. In this study, caption rate and text reduction were manipulated independently in 2 experiments to assess any differential effects and possible benefits for comprehension by deaf and hard-of-hearing adults. Volunteers for the study included adults with a range of reading levels, self-reported hearing status, and different communication and language preferences. Results indicate that caption rate (at 130, 180, 230 words per minute) and text reduction (at 84%, 92%, and 100% original text) have different effects for different adult users, depending on hearing status, age, and reading level. In particular, reading level emerges as a dominant factor: more proficient readers show better comprehension than poor readers and are better able to benefit from caption rate and, to some extent, text reduction modifications.     

Forming shared inquiry structures to support knowledge building in a grade 5 community

This study explores the reflective processes by which a grade 5 science community co-constructed shared inquiry structures to focus and guide its inquiry about human body systems over a school year supported by a collaborative online environment. The co-constructed structures included a list of collective wondering areas as the shared focus of inquiry and models of the inquiry process in the form of “research cycle.” Qualitative analyses of field notes, classroom videos, student notebooks and interviews elaborate the evolution of the inquiry areas and the “research cycle” model as well as students’ adaptive use of the structures to guide deeper inquiry. Content analyses of students’ individual research questions and collaborative online discourse indicate that students used the structures to develop more advanced inquiry and make productive contributions. The results contribute to elaborating a reflective structuration approach to co-organizing and sustaining long-term, open-ended inquiry in knowledge building communities.     

A technological pedagogical content knowledge based instructional design model: a third version implementation study in a technology integration course

This paper presents the third version of a technological pedagogical content knowledge (TPACK) based instructional design model that incorporates the distinctive, transformative, and integrative views of TPACK into a comprehensive actionable framework. Strategies of relating TPACK domains to real-life learning experiences, role-playing, and teachers as designers were developed based on the three views and integrated into the third version of the model. The model was then applied in a teacher education undergraduate course on technology integration. A case study approach was used. Data were collected from the participants’ discussion worksheets, lesson designs, and the researchers’ field observation notes. Data analysis results suggest that the strategies integrated into the model helped the participants deepen their understanding of student-centered technology applications and practice TPACK. Findings, implications, and future research possibilities are discussed.     

Career guidance in India based on O*NET and cultural variables

The Occupational Information Network (O*NET) is the primary source of occupational information in the United States (US). In this study, I review O*NET’s usage for career guidance in India and conceive a career intervention based on it. In an empirical evaluation adopting a posttest-only experimental design with post-graduate management students (N = 220), effectiveness of the career intervention in reducing career decision-making difficulties is presented. An important cultural insight the study offers regarding occurrence of career decision-making difficulties, are the differences due to vertical–horizontal characteristics, apart from the more researched individualism–collectivism characteristics.     

Experiential learning in doctoral training programmes: fostering personal epistemology through collaboration

There has been increasing recognition for the need to reform doctoral training practices to foster students’ personal epistemology. This study describes the design and evaluation of a learning experience designed to help students understand the scholarly publication process. Firstly, this study discusses the design of the learning experience, describing the collaborative process of writing an interdisciplinary publication using both online and face-to-face learning. Secondly, this study evaluates the effectiveness of the learning experience by examining students’ reflections. We show that participation in the learning experience helped students to develop their academic writing proficiency, collaboration and teamwork, intercultural competence, and ability to engage in reflective practice. Importantly, we show that each student also created more individualised knowledge, gaining insight into how they and others think. This study, therefore, demonstrates that personal epistemology can be fostered through collaboration in a doctoral writing group context.     

Studienförderung für Auslandsstudien

In der Entscheidung Morgan und Bucher hat der Europäische Gerichtshof zwei Regelungen des deutschen Bundesausbildungsförderungsgesetzes zur Ausbildungsförderung für Auslandsstudien als gegen die Freizügigkeit der Unionsbürger nach Art 18 EGV verstoßend und somit gemeinschaftsrechtswidrig angesehen. Das Urteil unterstreicht die Bedeutung, die der Gerichtshof der Freizügigkeit und der Gleichbehandlung von Unionsbürgern im Bildungsbereich zuerkennt. Dies wird von Österreich auch bei Klärung der Hochschulzugangsproblematik zu berücksichtigen sein. Das durch eine Novelle zum österreichischen Studienförderungsgesetz eingeführte Mobilitätsstipendium ist entsprechend den vom Europäischen Gerichtshof in Morgan und Bucher entwickelten Grundsätzen am Gemeinschaftsrecht zu messen.     

Exploring the Effects of Financial Aid on the Gap in Student Dropout Risks by Income Level

Using national survey data and discrete-time logit modeling, this research seeks to understand whether student aid mediates the relationship between parental income and student dropout behavior. Our analysis confirms that there is a gap in dropout rates for low-income students compared with their upper income peers, and suggests that some types of aid are associated with lower risks of dropout. Thus, we examine the interaction between financial aid type and parental income to explore whether, and if so how, different types of aid may reduce the dropout gap by income level group. We find that the receipt of a Pell grant is related to narrowing the dropout gap between students from low- and middle-income groups, although overall the interaction between Pell grant and income is not significant. Loans and work-study aid both have similar effects on student dropout across all income groups. Methodologically, our results demonstrate the need to model dropout behavior temporally and to avoid main-effect bias by incorporating interaction effects.

How New Caledonian crows solve novel foraging problems and what it means for cumulative culture

New Caledonian crows make and use tools, and tool types vary over geographic landscapes. Social learning may explain the variation in tool design, but it is unknown to what degree social learning accounts for the maintenance of these designs. Indeed, little is known about the mechanisms these crows use to obtain information from others, despite the question’s importance in understanding whether tool behavior is transmitted via social, genetic, or environmental means. For social transmission to account for tool-type variation, copying must utilize a mechanism that is action specific (e.g., pushing left vs. right) as well as context specific (e.g., pushing a particular object vs. any object). To determine whether crows can copy a demonstrator’s actions as well as the contexts in which they occur, we conducted a diffusion experiment using a novel foraging task. We used a nontool task to eliminate any confounds introduced by individual differences in their prior tool experience. Two groups had demonstrators (trained in isolation on different options of a four-option task, including a two-action option) and one group did not. We found that crows socially learn about context: After observers see a demonstrator interact with the task, they are more likely to interact with the same parts of the task. In contrast, observers did not copy the demonstrator’s specific actions. Our results suggest it is unlikely that observing tool-making behavior transmits tool types. We suggest it is possible that tool types are transmitted when crows copy the physical form of the tools they encounter.     

The Nature of Scientific Practice and Science Education

There is, broadly speaking, an agreement within the international science education community that comprehension of the nature of science (NOS) should be a key element in the scientific literacy of citizens. During the last few decades, several didactic approaches have emerged concerning what and how to teach NOS. Also, one of the basic objectives of science education is for students to become familiar with the skills typical of scientific practice; however, there is little reference to their need to also acquire meta-knowledge about scientific practice (i.e., an understanding of the nature of scientific practice). Among other reasons, this may be due to NOS being essentially identified in most of the predominant proposals with the nature of scientific knowledge. But why not plan the teaching of science to be in tune with real scientific practice for students to learn about the nature of scientific practice at the same time as they are learning science? The answer to this question has given rise to a proposal grounded in ten essential pedagogical principles for the teaching and learning of science in secondary school. These are the principle of formulating questions, the principle of creativity and imagination, the principle of experimentation, the principle of procedural diversity, the principle of errors as opportunity, the principle of modeling, the principle of cooperation and teamwork, the principle of argumentation and discussion, the principle of communication, and the principle of evaluation. The purpose of this article is to present the justification and fundaments of these principles.